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Early Childhood Education (ECED) - Indianapolis

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ECED Program Information

• Early Childhood Education at Ivy Tech The official page for Ivy Tech's Early Childhood Education program. Find a description of the program, career paths, specific certifications and degrees offered, and more.

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This guide contains resources and links relevant to Ivy Tech's  Early Childhood Education (ECED)  program.

Use the pages on the left to navigate to different types of resources. Click the links in the sections of each page to explore a resource.

What is the Early Childhood Education Program at Ivy Tech?

From the Ivy Tech website : 

"The early childhood education program (ECED) at Ivy Tech embraces the idea that learning is more meaningful when engaging in classroom activities. Students explore concepts supported by best practices and theories in ECED through the creation of hands-on learning experiences and curriculum that meet the needs of infants, toddlers, and young children. The early childhood education program focuses on childhood development and growth as well as adult-child relationships. It emphasizes appropriate environments and care for children as well as the physical, emotional, social, and cognitive areas of early childhood development.

From on-campus labs to community learning opportunities, the early childhood education program gives students a chance to practice and take a closer look at their emerging skills. Students take their skills to real early childhood education settings, earning real world experiences with children, community members, and current educators. This program includes various service-learning experiences, providing students with a sense of community."

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Top 20 Online Bachelor's in Early Childhood Education Programs for 2019

According to the Bureau of Labor Statistics , the number of jobs available in early childhood education are projected to grow by 7% between 2014 and 2024. Online early childhood education degree graduates are qualified to enter the field in numerous positions, which include teaching and directing. Early childhood educators play a vital role in society, as they influence our children and help shape their future.

WHAT ARE THE BEST ONLINE BACHELOR'S IN EARLY CHILDHOOD EDUCATION PROGRAMS?

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The program requires a total of 124 credit hours to graduate. Students can take most courses asynchronously. Each class lasts approximately 7.5 weeks and the entire program is typically completed in five semesters. During their final semester, students complete an internship where they work with young children. If students already work with children at their current job, this experience can count towards the internship requirement. New students can transfer credit hours from other accredited universities or build upon an associate degree that they earned at CU-Portland.

Students complete a total of 120 credit hours, 69 of which concentrate on ECE-related coursework. Distance learners have the option to take courses asynchronously. Students must maintain a GPA of 2.5 while finishing all lower-division courses in order to remain in the program. Transferring students may apply credits from other Florida public colleges, including completed associate degrees in ECE.

Distance coursework is delivered asynchronously. Near the end of the program, students complete a semester of student teaching at a local elementary school. During this student teaching experience, pupils have the option to work in a general education classroom or with special needs students. Applicants who are considering this program must have already completed at least 40 hours of college credit, including one field experience course. To apply, students should also have a portfolio of work and a GPA of 2.75 or higher.

Students enrolled in this early childhood education degree online can pursue a K-12 teaching credential or an early childhood education specialist credential. The latter program focuses on preparing students to work with special needs children. To complete this bachelor's in early childhood studies, students must complete at least 40 general educational units, including an overview of the Bible and foundations of Christian thought, in addition to 49 major-related units. Before beginning the program, students must also pass two composition courses.

The ECI program, in conjunction with UNK's general education courses, requires students to finish 120 credit hours. The program's course of study focuses on fostering childhood literacy and math skills. The majority of courses are available online, but there are two in-person components that students must complete to graduate: 100 hours of field experience in a school setting and one semester (16 weeks) of student teaching. However, these requirements can be fulfilled near a student’s home. Other in-person components may be necessary if students seek additional endorsements.

For prospective students without transferable credit, the ECE bachelor's degree takes 120 credits and four years to complete. All courses are offered online and delivered synchronously. In the fourth year, distance learners complete both classroom practicums and student teaching experiences. Students record sessions of the latter for grading and professional development purposes. If a student already works in an educational setting, this experience may fulfill the practicum and/or student teaching requirements.

Distance learners must complete 126 credit hours of coursework, 76 of which are taken in major-related classes. FHSU students interested in the program must complete three foundational courses before applying. Once accepted, students can complete classes asynchronously. To remain in the program, students must earn a “C” or better in every course. The program requires four in-person components: three internships split over different semesters and a semester of student teaching.

Students pursuing this bachelor's in early childhood education must complete a total of 124 units, 55 of which are in major-related coursework. Classes are delivered asynchronously. Near the end of the program, students complete a semester-long practicum working with children in a classroom setting. The program culminates in a capstone course where students put their work, practicum experiences, and research into a portfolio to demonstrate how they integrated faith into early childhood education.

Prospective students who already hold a Montessori credential may apply up to 18 transfer credit hours to their degree. Before beginning the program, students must pass an introduction to early childhood education course. Graduation requires the completion of 120 credits, 61 of which are education-specific coursework. Towards the end of the program, students participate in two semesters of in-person fieldwork at local educational institutions such as daycares or private schools.

To enter the program, prospective students must pass 14 prerequisite courses in education and maintain a 2.5 GPA. Students can take these courses asynchronously. Admission is also dependent on a successful interview with a department advisor or coordinator. Once admitted into the program, students complete 16 core courses and build a solid foundation in modern teaching methods. The program also requires 600 hours of in-person field experiences, including student teaching.

To enter the program, prospective students must have already completed at least six college credits with a 2.75 GPA or better. Students may transfer in up to 60 credit hours from other colleges and universities. The program requires distance learners to finish 124 credit hours. Students can take the majority of classes asynchronously. Near the end of the program, students complete a semester of student teaching at two different grade levels.

Prospective students must have already completed at least 60 general education units with a GPA of 2.4 or higher. Distance learners may transfer general education units from another accredited college or university. All courses are offered in an accelerated, six-week long format. Over three 24-week semester, students take courses synchronously with their cohort group. The majority of students finish the program in 18 months.

To earn their degree, students must complete at least 180 quarter hours. NU allows students to transfer in up to 135 quarter hours of college credit. Most online courses are delivered asynchronously. During the program, students complete both a practicum, where they observe young children, and student teaching. Students who already work with young children may use their professional experience to fulfill these requirements.

Applicants should have a GPA of 2.5 or higher and complete a successful admissions interview. Students take a total of 120 credit hours, and distance courses are delivered asynchronously. Major-related courses revolve around five core themes: teaching phonics, foundations of education, working with reading-disabled students, developmental reading, and using creative arts in ECE.

Students in this 122-credit program can transfer in up to 90 credits from other accredited institutions. Most classes are taught asynchronously, and distance learners can choose to follow an accelerated or traditional semester format. Coursework is accessible through the Blackboard learning management system.

Before applying, prospective students must already have earned 12 or more transferable college credits. Once accepted, students develop their skills through fieldwork and two practicum experiences where they work with children who are up to eight years old. Coursework is delivered asynchronously. The program ends with a capstone course where students prove mastery of ECE pedagogy.

MSU accepts transfer credits from other accredited colleges or universities. Once accepted, students must maintain a 2.75 average, with some courses requiring a "B" or higher to receive credit. Although the majority of this program is completed online with asynchronous courses, students must attend some teaching methods classes offered as synchronous, evening courses. Completion of the program meets the requirements for teacher licensure in the state of North Dakota.

GSC is a very transfer-friendly institution; 84% of the students who have pursued this early childhood education degree online entered the program with transferable credits. Distance learners can transfer in up to 90 credit hours towards their diploma. Prospective students can apply to the program in the spring, summer, or fall semesters. Once accepted, students must maintain a “C” average in all courses; this rule also applies to transfer credits.

Students who have already earned an associate degree in early childhood development from another institution can complete this bachelor's program in as few as two years. The program does not meet the requirements for teacher licensure or certification.

How to Choose an Online Bachelor's in Early Childhood Education Program

Students considering earning their early childhood education degree online should consider many factors as they compare various programs, including curriculum content, classroom setting requirements, and how the program supports online students.

WHAT WILL I LEARN IN THIS PROGRAM?

Course content can vary between programs, and students should seek programs that offer courses in subject matter that aligns with their career and individual interests. Core courses cover the various learning styles of children and teaching methodologies that meet a wide range of needs and abilities. It's important to know your intended career path, as online schools for early childhood education focus on different aspects of the field and better prepare students for certain careers.

WILL I GET TO WORK IN A CLASSROOM IF I ATTEND AN ONLINE PROGRAM?

Students who plan to pursue teaching licensure after they complete their accredited online early childhood education degree should verify that the program they wish to attend includes a clinical component, which is required by state licensure commissions. This means that degree candidates are offered opportunities to learn and apply their knowledge in a classroom environment under the supervision of a licensed instructor, who acts as a mentor and oversees the development of their teaching skills.

HOW DOES THIS PROGRAM SUPPORT ONLINE STUDENTS?

Online schools for early childhood education vary in the level of support they provide to online students. Some universities help students secure a classroom student teaching position. Schools often provide mentors and other online resources for distance learners, such as career services and interview preparation. Mentors supply degree candidates with helpful strategies for managing difficult students and balancing the demands of parents with government-mandated curricula.

Accreditation for Early Childhood Education Programs

Accreditation is awarded after a school has passed inspection by an accreditation agency. National accreditation agencies generally accredit vocational, career, and trade schools; it is seen as less prestigious than region accreditation. Regionally accredited graduate schools typically require applicants to have an undergraduate degree from a regionally accredited college or university. Regional accreditation means that a school’s program has met the high standards applied by one of the six regional accrediting agencies in the United States. Students may want to look for program accreditation that's awarded by the National Association for the Education of Young Children (NAEYC). The NAEYC applies the highest standards in evaluating programs for accreditation to meet state licensure requirements.

Careers for Graduates of this Program

Early childhood education degree online graduates are prepared for many careers. These jobs generally entail hands-on work educating children. Some early childhood education jobs are managerial or administrative in nature, such as a position directing a child care facility. Regardless of your ultimate ambition, students are able to find rewarding work after completing an online early childhood education degree.

Teacher Assistant

Childcare director, preschool director, elementary school teacher, special education teacher, job outlook and salary.

Preschool and child care directors are projected to see substantial job growth in the coming years. A professional in the field of early childhood education should be aware that several factors are at play with regard to salary. This includes the specific career, the setting, and location. Private institutions may offer higher salaries and certain states are going to have higher median salaries do to job demand.

Source: BLS

SALARY GROWTH BY EXPERIENCE

More years of experience within a field will lead to a higher salary. An elementary school teacher with a bachelor’s degree in early childhood education will earn significantly more money as they acquire years of experience. The table below shows how this can affect the salary potential for various early childhood education careers.

Each factor is weighted evenly in order to give an objective view and determine the 10 best online bachelor's in early childhood education programs. To calculate our rankings, we looked at a school's ranking when organized by a single factor, and then averaged each category's ranking to find an overall score: Admissions Rate (20%) + Default Rate (20%) + Retention Rate (20%) + Graduation Rate (20%) + Percent of Students Enrolled in Online Classes (20%) = Final score.

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2024-2025 Catalog & Student Handbook > Programs of Study > Early Childhood Care and Education > Child Development Specialist Certificate (CD61)

The Early Childhood Care and Education Child Development Specialist TCC is a sequence of five courses designed to prepare students for a variety of careers in the field of early childhood education. The program emphasizes the basics needed for a career in early childhood, but this TCC also includes more content about planning curriculum and working in the field. In addition, the student may complete a practicum and work in a childcare program. Graduates have qualifications to be employed in early care and education settings including childcare centers and Head Start.

Employment Opportunities

Graduates of the Child Development Specialist certificate program are prepared for entry-level employment as Child Development Specialists in child care centers, group child care, and preschool programs. This certificate satisfies DECALs educational requirements for childcare employees (Rule 591-1-1-.31 staff).

Admissions Criteria

• Submit a completed application and application fee;
• Be at least 16 years of age;
• Submit official high school transcript or GED transcript;
• Submit official college transcripts, if applicable;
• Meet the following assessment requirements:

Child Development Specialist Certificate Curriculum

The curriculum for the Child Development Specialist program is designed for the semester system. A student may enter the program any semester. To graduate, certificate-seeking students must earn a minimum of 14 semester credit hours. The program requires a minimum of 240 contact hours and generally takes 2 semesters to complete.

Program Courses

Occupational courses (14 credits).

ECCE 1101, ECCE 1103 and ECCE 1112: “C” or higher grade is required for all these courses.

Select one (2 Credits)

ECCE 1121: “C” or higher grade is required for this course.

Program Costs

Tuition ($100 per credit hour): $1,400

Fees ($385 per semester): $770

Books/Supplies: $245 for the 1-year access – plus the cost of core textbooks.

Liability Insurance:  Liability Insurance  (click to find your program)

Hepatitis B Series: $265 - Optional

Students must include documentation of Hepatitis B vaccination.  Students who refuse the Hepatitis B vaccination series must sign a declination form.  Forms will be provided by the instructor.

Criminal Background Check: Currently no cost

Course Supply Fees:  Early Childhood Care and Education   (click to find individual course fees) 

(Costs are estimates and are subject to change.)

Practicum Education

Number of Practicum Sites: Currently at 15 sites. This number changes as needed.

General Location of the Internship Sites: Bulloch, Evans, Effingham, Bryan, Jenkins, Candler, Screven, and surrounding counties

Special Requirements of the Internship Sites

• Pediatric CPR Certification
• Pediatric First Aid Training
• Students must include documentation of Hepatitis B vaccination. Students who refuse the Hepatitis B vaccination series must sign a declination form. Forms will be provided by the instructor;
• Criminal Background Check: With satisfactory determination letter

Practicum Education Courses

The Child Development Specialist program provides students with an opportunity for in-depth application and reinforcement of principles and techniques in childcare and school settings. The practicum allows the student to become involved in a professional work situation applying technical skills.

The practicum course requires that the student spend a minimum of 6 hours a week in a supervised work setting, for a total of 75 hours. For practicum courses, students are evaluated by the lead teacher/director and an early childhood care and education faculty member.

Practicum Assignments

Practicum times will vary depending on the site. Practicum sites are selected by the instructor. Students are responsible for having reliable transportation to the site. 

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EARLY CHILDHOOD PROGRAMS

Degrees, licenses and certificates.

There’s no more important job in the world than teaching, caring for and mentoring the youngest generation. At UW-Whitewater, we deeply share your calling and commitment to nurture children.

Our Early Childhood program offerings include bachelor's degrees with options to specialize, from dual licensure to non-license. Looking for flexibility? We have options to learn in person or online. Whether you’re passionate about supporting diverse learners or incorporating nature-based learning into your teaching , we have add-on credentials for you to personalize your education. Dive deeper into the field of early childhood education with our high-quality and experiential master’s degree.

Get started on your journey by exploring the options below to learn more.

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Have you already earned a Wisconsin teaching license? Broaden your education and make yourself more marketable with one of our high-quality add-on licenses.

Early Childhood Education Special Education

Credential certificates

If you’re looking to specialize, we offer credential certificates — bundles of courses on specific topics that last eight weeks per course.

Course 1 | EARLYCHD 332 – What is Culturally Responsive Teaching This course will require students to explore the historical context of racism and discrimination, reflect deeply on their own identity, culture, intersectionality and biases, and begin to consider steps they can take toward growth. 

Course 2 |EARLYCHD 334 – Building on the Assets of Families and Cultures Throughout this course, students will learn about how to build on the assets of diverse families. They will learn how to engage families while respecting their different backgrounds, welcome families and solicit their involvement so teachers and families can work collaboratively in the best interest of their child.

Course 3 | EARLYCHD 336 – Culturally Appropriate Interactions and Guidance Throughout this course, students will learn about culturally appropriate interactions and guidance for young children.   Students will explore their own biases; reflect on their intentional and unintentional beliefs that lead to their responses when working with children from backgrounds different from their own.  Students will also begin to recognize the disparity of equity that may impart a cumulative emotional and historical trauma across generations while learning how to interact and guide children that may be affected by such. 

Course 4 | EARLYCHD 338 – Authentic Curriculum that connects with Children (Capstone) Throughout this course, students will learn about the importance of creating curriculum that connects with children from diverse backgrounds. Students will also explore their role as leaders in the classroom and their program in creating a culturally competent environment for children and families. Students will create a capstone project as a summative assessment intended to demonstrate and display what they have learned throughout the four courses comprising this credential. 

How to apply: If you are NOT enrolled in the major, you must apply to UW-Whitewater as a Special/non-degree student. If you are already enrolled in the Early Child Care and Education major, simply email  [email protected]  with your name, UW-Whitewater ID number and the name of course(s) you wish to take. 

Course One | EARLYCHD 320 – Introduction to Dual Language in Early Childhood As the first course in the Supporting Dual Language Learners Credential, this course provides a historical overview of dual language programs in the United States and offers evidence to support the importance of home language maintenance in a dual language setting. It provides a foundation for understanding dual language learners, as well as strategies to effectively meet the needs of dual language learners in an early childhood setting, including classroom environments, teaching recommendations, and methods of assessment.

Course Two | EARLYCHD 322– Components of a Quality Dual Language Program As the second course in the Supporting Dual Language Learners Credential, students will learn about the components of a quality dual language program, including assessment and accountability, curriculum, instruction, classroom environments, staff quality, program structure, family and community involvement, and support and resources. Students will investigate and evaluate each component and how it affects dual language learning.

Course Three | EARLYCHD 324 – Supporting Language Acquisition in Early Childhood Dual Language Learners As the third course in the Supporting Dual Language Learners Credential, students will develop understanding about the characteristics of an effective teacher of children who are dual language learners. Students will learn and apply strategies to effectively support all dual language learners in an early childhood setting from infancy to preschool. 

Course Four | EARLYCHD 326 – Assessment of Dual Language Learners in Early Childhood Throughout this final Capstone course, students will learn about the components of a quality dual language program, including assessment and accountability, curriculum, instruction, classroom environments, staff quality, program structure, family and community involvement, and support and resources. Students will investigate and evaluate each component and how it affects dual language learning.

How to apply: If you are NOT enrolled in the major, you must apply to UW-Whitewater as a Special/non-degree student. If you are already enrolled in the Early Child Care and Education major, simply email  [email protected]  with your name, UW-Whitewater ID number and the name of course(s) you wish to take. 

EARLYCHD 400 | The Personal Dispositions of a Leader This is the first of four courses and will cover definitions of leadership and leader roles, the role of vision, emotional intelligence, resilience, optimism, and reflective practice in successful leadership of early childhood programs. For credentialing, it is required that the Leadership Credential courses must be taken sequentially, however this course can be taken individually.

EARLYCHD 401 | Leading in your Program This is the second of four courses in early childhood leadership. Through this three-credit course, students in early education will cover the leadership roles, responsibilities, and skills necessary for excellence in early childhood programs. Various leadership models will be presented. The role of leadership in staff development will be examined, including coaching and mentoring. Overarching themes include the importance of excellence, equity, inclusion and belonging in early care and education programs, and the role of vision and reflective practice in reaching these goals. For credentialing, it is  required that the Leadership Credential courses are taken sequentially, however this course can be taken individually.   

EARLYCHD 402 | Leading in your Community This is the third of four courses in early childhood leadership. This course will cover the leadership skills necessary to go beyond individual programs to leadership in communities and in the profession. The focus will be on collaboration, interconnections, relationships, transformation and advocacy. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.

EARLYCHD 403 | Leading for Change This is the fourth of four courses in early childhood leadership. This course will cover the use of transformational leadership, theories on change, action research, and strategies for successful advocacy. As the final course in the leadership series, students will participate in a research project to effect change. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.

This course requires the student to complete a major project that demonstrates the ability to integrate and apply the knowledge and skills taught in the first five courses as described in Project Preparation Guide , from The Registry.

EARLYCHD 341 | Introduction to Nature-Based Early Childhood Education (NBECE) This is course one out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. Nature-based early childhood education has its roots in early childhood education and environmental education. Understanding the foundation and history of both will help support this new profession that integrates these two varied disciplines. This course will introduce students to the field of nature-based early childhood education including its history, theories, benefits for children, the variety of programs possible, the teacher’s role, high quality practices, and resources available.

EARLYCHD 342 | Exploration of Nature-Based Early Childhood Curriculum and Assessment This is course two out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. This course is designed to help students develop a deeper understanding of what a Nature-Based Early Childhood (NBEC) curriculum entails as well as how to unite early childhood learning standards with age-appropriate nature content.  Students will explore how a Nature-based curriculum supports the developmental domains of early childhood. They will also evaluate different approaches to assessment in a NBED classroom while examining the relationship between assessment and curriculum. 

EARLYCHD 343 | Navigating the Benefits, Risks, and Challenges in Nature-Based ECE This is course three out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually.There are enormous benefits to nature-based play and learning – for children, teachers, administrators and families.  With these benefits, as with all things, come risks and challenges. As the adults in children’s lives, it is up to us to seek and understand the benefits and to mitigate and manage the risks and challenges.  

This course looks at the benefits of nature-based early childhood programming and how nature-based environments support children’s learning and development.  The course explores benefit and risk assessment, regulations, the role of teachers and management and the importance of shared vision and principles.  

EARLYCHD 344   | Designing for and Implementing Nature-Based Early Childhood Learning This is the fourth course in the four-course series; it must be taken last and cannot be taken individually. This course will be implementation focused, providing students the opportunity to integrate what they have learned in the previous 3 courses through planned projects.

While nature-based early education topics will be reviewed; primary course content will aim to help students plan and carry out projects implementing the provision of nature-based early childhood education.

Students will explore aspects of nature-based early learning to determine the character and scope of action project they will undertake. They will learn about proposal writing and project management, creativity and problem solving, and various other things, depending on the scope and character of their action project.

Students will prepare project proposals for, 1) a course project to be completed at the end of the scheduled course, and, 2) an action project that will be submitted to authorities or partners.

As part of their course project, students will do the necessary research, analysis, planning and decision making to determine and propose actions required to achieve their action goals. This will take the form of an action project proposal to be presented to initiate implementation and as completion of the course.

How to apply: If you are NOT enrolled in the major, you must apply to UW-Whitewater as a Special/non-degree student. If you are already enrolled in the Early Child Care and Education major, simply email Anne Tillett at [email protected]  with your name, UW-Whitewater ID number and the name of course(s) you wish to take. 

EARLYCHD 354 | Introduction to Program Development This first course in a series of four provides an overview of definitions, roles, responsibilities, and ethics involved in program development and sets the context for the other three courses. Students explore what it means to develop and implement a high-quality early care and education or youth care program. The course includes the application of the Wisconsin Model Early Standards or your state’s Early Learning Standards to guide expectations for supervisory and teaching staff and support continuous quality improvement. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.  

EARLYCHD 355 | Observation, Assessment and Evaluation This is the second of four courses in a series of four. This course includes discussions and practical application of techniques and tools for observation, assessment, and evaluation of individual children, curriculum, learning environments. Systems for planning, goal setting, and monitoring provide continuous information on the quality of the program, educators, and child outcomes. The course meets the requirements for Wisconsin Model Early Standards, or your state’s Early Learning Standards which is used to guide expectations for supervisory and teaching staff and support continuous quality improvement. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.

EARLYCHD 356 | Designing Environments for Learning This is the third course in the Program Development Credential. Environments are both physical and  cultural and are an important part of producing excellent quality programs. They reflect the program’s philosophy and either assist or hinder children’s learning.

This course uses the Wisconsin Model Early Standards, or your state’s Early Learning Standards as a framework for program quality and for both supervisory and teaching staff expectations. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.  

EARLYCHD 357 | Supervision, Coaching and Professional Development This is the fourth course in the Program Development series.  The quality of the program for children is dependent on the knowledge skills and dispositions of the staff working directly with children. Staff are supported by individualized, ongoing professional development programs and effective coaching and supervision. This course provides program supervisory and lead personnel with the tools to develop cultural responsiveness and supportive learning environments through staff development, coaching, supervision, and community building. This course uses Early Learning Standards as a framework for program development.

Master's degree program

The Master of Science in Education in Professional Development provides you with advanced academic work focused on the improvement of teaching and learning. Develop skills and knowledge in three core areas: research, practice and professional voice.

Learn more about the master’s degree.

Hired Before Graduation

Megan Nennig, from Milwaukee, Wisconsin, earned a B.A. in early childhood education and was accepted to graduate school at the University of Minnesota pursuing a Master of Applied Child and Adolescent Development in St.Paul, Minnesota.

"I'm proud of achieving what I thought to be impossible as a working mother, to find my passion in early childhood mental health. Carmen Rivers was the most understanding and encouraging person and she helped me to believe I could be where I am today."

Jen Szymkowiak, from Amherst, Wisconsin, earned a BSE in early childhood education and was hired as an early childhood special education teacher with Riverside Elementary in Wautoma, Wisconsin.

For more information on our Early Childhood programs: Contact us »

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Guide To Early Childhood Education Careers: 7 Roles To Consider

Updated: Aug 29, 2023, 10:28pm

The world of early childhood education is brimming with passionate individuals responsible for planting the seeds of knowledge, growth and discovery in young learners’ minds. Early childhood education careers provide fulfilling opportunities to nurture future generations during significant developmental stages of their lives.

Early childhood education encompasses many exciting career paths, including educators, childcare center directors, curriculum designers, instructional specialists, counselors and consultants.

This article offers insight into the diverse careers in the early childhood education field. We overview a handful of professional opportunities, including typical salaries, education requirements and day-to-day responsibilities.

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What Is Early Childhood Education?

Early childhood education (ECE) describes the learning, growth and development period that takes place between birth and around 8 years of age. ECE encompasses both formal and informal education to promote children’s cognitive, social, emotional and physical development.

Careers in Early Childhood Education

Several career opportunities exist within early childhood education. Below we list a few options. We sourced salary data from the U.S. Bureau of Labor Statistics and Payscale .

Preschool Teacher

Median Annual Salary: $35,330 Minimum Required Education: Associate in early childhood education or a related field Job Overview: Preschool teachers facilitate education and learning in young children, typically between the ages of 3 and 5. These professionals design and teach curricula appropriate for their students’ age and developmental stage, including lessons and activities that promote children’s social skills, cognition, and physical and emotional well-being.

Preschool teachers plan and lead interactive, play-based activities and games that stimulate curiosity, creativity and self-discovery.

Special Education Teacher

Median Annual Salary: $62,240 Minimum Required Education: Bachelor’s degree in early childhood education or a related subject Job Overview: ECE special education teachers work with children under 6 who have learning, mental, emotional or physical disabilities. These professionals provide specialized instruction and support to promote learning and development based on students’ unique learning requirements. ECE special education teachers assess students’ needs and develop individualized education plans to address specific challenges.

School Counselor

Median Annual Salary: $61,140 Minimum Required Education: Master’s in early childhood education or a related subject Job Overview: School counselors work with students outside of the classroom to promote their academic, social, emotional and personal success. These professionals conduct individual and group counseling sessions to address emotional or behavioral concerns, help students navigate challenges or crises, and collaborate with parents, families, teachers and administrators to ensure a child receives the support they need.

School counselors working in early childhood education may also help children and their families handle transitions like starting preschool or elementary school.

Childcare Provider

Median Annual Salary: $28,520 Minimum Required Education: High school diploma or the equivalent Job Overview: Childcare providers care for and supervise infants, toddlers and young children in various settings, such as daycare centers, preschools, afterschool programs and home-based childcare. These professionals ensure children’s safety and well-being. They facilitate and oversee recreational and educational activities, prepare nutritious meals and assist with potty training.

Early Childhood Instructional Coordinator

Median Annual Salary: $66,490 Minimum Required Education: Master’s degree Job Overview: Early childhood instructional coordinators oversee educational programs and practices within ECE settings to support young children’s growth, development and learning. These professionals create and refine curricula that align with educational goals and support strong learning outcomes.

Instructional coordinators offer training sessions and lead workshops to promote effective instructional techniques and inform educators about current ECE trends and research. These professionals may also assist with designing and implementing assessment strategies to evaluate instructional effectiveness and progress.

Kindergarten Teacher

Median Annual Salary: $60,490 Minimum Required Education: Bachelor’s degree Job Overview: Kindergarten teachers instruct students between the ages of 4 and 6. These professionals bridge the gap between early childhood education and elementary school, preparing instructional materials, lessons and projects to help young children develop social skills. Kindergarten teachers also assist with basic reading and writing, numbers, art, music and personal hygiene.

Childcare Center Director

Median Annual Salary: $49,690 Minimum Required Education: Bachelor’s degree Job Overview: Childcare center directors oversee the administration and operations of early childhood education programs. They develop and implement curricula that align with educational standards and promote healthy growth. Childcare center directors may hire, train and supervise teaching staff and handle administrative tasks.

Professional Organizations for Early Childhood Education

Professional ECE organizations and associations such as those listed below provide support and opportunities for networking and professional development.

National Association for the Education of Young Children (NAEYC)

The National Association for the Education of Young Children is one of the largest ECE membership organizations. NAEYC promotes high-quality early childhood learning for children up to 8 years of age. This association offers accreditation programs, conferences, publications and resources for educators.

National Head Start Association (NHSA)

The National Head Start Association is a membership organization that empowers families, communities and children by improving access to and quality of early childhood education. NHSA membership provides access to a network of ECE professionals and a large volume of resources.

National Association for Family Child Care (NAFCC)

The National Association of Family Child Care supports child care professionals with the goal of improving child care quality. Members receive access to a quarterly newsletter, member-only programs and events, discounted tickets for NAFCC conferences and third-party discounts.

Early Childhood Education vs. Elementary Education: What’s the Difference?

Early childhood education and elementary education share overlapping goals and principles, but they fulfill children’s unique needs at different developmental stages. Early childhood education typically includes children from birth to around 8 years of age, while elementary education generally targets children ages 5 to 12.

ECE and elementary education have different developmental focuses as well. Early childhood education targets social and cognitive growth to foster creativity, stimulate sensory exploration and promote the development of basic skills. Elementary education focuses on academic learning and building a solid foundation in core subjects.

Curricula and instruction also differ between ECE and elementary education. Early childhood education is often more experiential and play-based, encouraging children to explore their interests and develop social, cognitive, problem-solving and language skills. Elementary education is more structured, with specific learning objectives and assessments combining teacher-led instruction, individual work and group activities.

These distinctions can vary across educational schools and systems.

Frequently Asked Questions (FAQs) About Early Childhood Education

What is the highest paying job in early childhood education.

Special education teachers in the educational support services industry earn some of the highest wages in the ECE field, bringing home a median annual salary of $79,180, as reported by the BLS.

What degree is best for early childhood education?

An early childhood education degree provides a solid foundation in ECE theory, practice, curriculum design, instructional strategies and assessment techniques specific to young children. The best degree for a career in early childhood education depends on your interests and professional goals.

What is the age range of early childhood education?

The age range of early childhood education can vary depending on the educational system. Typically, early childhood education covers education from birth through third grade, or around 8 years of age.

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What you need to know about early childhood care and education

Why is early childhood care and education so important.

Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life. 

Despite these benefits, ECCE often receives low priority in education policies and investment and may exclude marginalized groups. Much of ECCE is privately provided, adding to its vulnerability. Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development. 

However, there's no international framework that currently enshrines these rights, which limits global progress. Quality improvement in ECCE can be driven by better training for caregivers, more robust community engagement, and improved infrastructure, such as better water and sanitation services in early learning settings. Additionally, extending family-friendly policies like parental leave and childcare benefits can significantly enhance early learning environments.

What is the global situation for ECCE?

Meeting SDG 4, which aims for inclusive and quality education for all, requires integrating ECCE. The Transforming Education Summit highlighted this integration to address the equity and relevance crises in education. Significant challenges include fragmented ECCE policies and services, insufficient funding, and a lack of comprehensive data. 

Extending the right to education to include ECCE could greatly enhance early learning, yet no international legal framework currently ensures this right. Addressing these issues is critical for supporting foundational learning and ensuring equitable access to quality early education, essential for preparing children for primary education and beyond. This effort aligns with the objectives of the Tashkent Declaration to transform and improve global ECCE practices.

Disparities and Financing in ECCE

Disparities in child development begin early and are pronounced among disadvantaged groups. Approximately 30% of children worldwide are not on track developmentally, with those from poorer households and rural areas facing significant challenges. In contrast, 78% of children in wealthier households are developmentally on track compared to only 55% in the poorest ones. These children often lack access to early stimulation and educational resources, with only a fraction having books or playthings at home. ECCE is crucial for developing foundational skills necessary for lifelong learning. 

However, it faces significant challenges including underfunding, lack of cohesive policies, and insufficient data. There is a pressing need to improve access and quality of ECCE to ensure that children are ready for primary education by 2030. Despite calls for increased funding, actual investment in ECCE remains low, with global median spending on pre-primary education at just 0.4% of GDP. Closing this financing gap is critical, especially considering that the required investment to meet pre-primary education goals by 2030 is estimated at USD 354 billion for low and middle-income countries.

What is the basis for UNESCO’s approach to this work? 

UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers. All of its work in this area is aligned with target 4.2 of Sustainable Development Goal 4, which aims to ‘By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.’ To further advance this target, UNESCO established a  Global Partnership Strategy to bridge the gap and ensure that quality ECCE, early primary school years, and family education are available for all children. 

UNESCO’s work is based on the idea that ‘Learning begins at birth,’ introduced in the World Declaration on Education for All  Jomtien declaration . As inscribed in the  Convention on the Rights of the Child (1989), young children have the right not only to survive but to thrive and develop to their fullest potential. In 2000 the international community at the  World Education Forum (Dakar 2000) committed itself to ‘expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.’ Ten years later, UNESCO’s  World Conference on Early Childhood Care and Education (Moscow 2010) warned that the EFA Goal on ECCE was ‘at great risk of not being achieved by 2015 unless urgent and resolute action is taken’ and highlighted ECCE as a social, human, and economic development imperative. 

With only six years left to achieve  Sustainable Development Goal 4 (SDG 4) on inclusive and quality education, the world remains significantly off-track. Millions of children are falling behind in their developmental milestones and many lack access to pre-school education, putting their future learning opportunities at risk. Addressing these educational deficits is crucial to ensuring that every child has the opportunity to thrive and succeed. 

A significant step forward to addressing these needs was taken with the adoption of The  Tashkent Declaration for Early Childhood Care and Education , the outcome of the World Conference on Early Childhood Care and Education ( WCECCE ), held in November 2022. As the first high-level intergovernmental event in the field of education to be organized after the Transforming Education Summit (TES), the conference served as a platform for diverse stakeholders to discuss experiences, challenges, practices and innovations.  UNESCO’s member states have pledged to invest at least 10% of their total education spending on pre-primary education. The discussion focused on achieving SDG target 4.2. The conference propelled efforts to nurture foundational skills for socialization, well-being, and lifelong learning, recognizing that inequalities in learning and development start early in life. 

To further support these goals, one of the commitments of the Tashkent Declaration is the first Global Report on Early Childhood Care and Education , jointly prepared by UNESCO and UNICEF, with the support of GPE, ILO, OECD, WHO, and The LEGO Foundation. Building on new findings on the key issues facing ECCE, the report provides recommendations to governments and the international community to promote an integrated ECCE ecosystem that better supports children and families.

How does UNESCO work to promote ECCE? 

UNESCO collaborates with governments and other key stakeholders concerned with the care and education of young children from birth until primary school entry. Its ECCE activities focus on promoting holistic and quality pre-primary education for all children over the age of 3, ensuring the use of developmentally appropriate pedagogies and emphasizing the links with primary education as well as early childhood health, nutrition and social services.  

Concretely it works with Member States at national, regional and international levels by influencing policies and practices through evidence-based advocacy, knowledge generation and sharing, partnership-building, capacity-building and technical assistance. These include work in teacher development through projects like STEPP (The Survey of Teachers in Pre-Primary Education), parenting education and family literacy, and measurement and monitoring. 

UNESCO promotes the integration of an ECCE component in countries’ education sector plans to address the needs of different age groups and includes the marginalized. Partnerships that involve working with health, nutrition and social sectors as well as civil society and private sector actors help widen the reach to children.  

UNESCO regards ECCE as a fundamental part of the education system and a solid foundation for building lifelong education, lives, and careers. Its work in this area aligns with SDG target 4.2, which aims to ensure that all children have access to quality early childhood development, care, and pre-primary education by 2030. UNESCO promotes the integration of ECCE in countries’ education sector plans, addressing the needs of various age groups, including marginalized populations.

Key recommendations to ensure a robust foundation for children's rights in ECCE include promoting ECCE for school readiness, prioritizing vulnerable children, supporting parents and caregivers, valuing ECCE personnel, investing in data, leveraging research, increasing investments by governments, enhancing international efforts and partnerships, and expanding the right to education through a legally binding international framework. By implementing these recommendations, stakeholders can address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

What are the recommendations highlighted in the global report on ECCE?

• Promote ECCE for school readiness: Countries must develop early learning opportunities that include a strong focus on foundational skills such as emerging literacy, numeracy, and social-emotional skills to better support educational outcomes.
• Prioritize Vulnerable Children: Extend access to quality early childhood care and education, particularly to the most vulnerable and disadvantaged.
• Support Parents and Caregivers: Governments must take a whole of-society approach and include parental support programmes and family-friendly policies to improve children’s early learning experiences.
• Value ECCE Personnel: Governments must invest more in recruiting and training ECCE personnel to have the skillsets for creating safe, healthy, and stimulating early learning environments.
• Invest in Data: The international community must develop new indicators and mechanisms to better support and monitor the development of the ECCE sector, particularly for children younger than 3.
• Leverage Research: Governments must adopt a multidisciplinary and scientific understanding of learning and development to improve the relevance and quality of ECCE curriculum and pedagogy.
• Increase Investments by Goverments: Governments are called on to allocate at least 10% of national education budgets to pre-primary education.
• Enhance International Efforts and Partnership: The international community must establish a global initiative or alliance to better work together for children from (before) birth to 8 years. Leverage ECCE through the  Global Partnership Strategy (GPS).
• Expand the right to education: The creation of a legally binding international framework establishing the right to ECCE is needed to articulate states’ obligations, promote accountability and monitoring, as well as ensure minimum resource allocation for ECCE. By implementing these recommendations, stakeholders can effectively address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

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Certificate III in Early Childhood Education and Care

CRICOS Course Code: 107418G

Career Opportunities

Course Delivery

Requirements

Recognition of Prior Learning

If you love working with children, this course prepares you for a rewarding career as an educator in early childhood education. It is an entry-level qualification for the early childhood industry, perfect for individuals from diverse backgrounds, regardless of their previous experience and skills.

Our practical approach to learning, blending classroom teaching with a supervised work placement, ensures you graduate job ready. Throughout the course, you will learn how to support well-being and development of children aged from birth to 6 years. You will create fun experiences to support children’s play and learning, acquire first aid skills and understand workplace health and safety practices. You will also have the skills and knowledge to make sound decisions aligned with organisational policies and procedures.

As a graduate, you will have the skills and knowledge to meet the requirements of the Education and Care Services National Regulations and the National Quality Standards. These abilities will empower you to shine as a dedicated educator in early childhood education settings.

Key Information

The CHC30121 Certificate III in Early Childhood Education and Care is a nationally recognised qualification.

Work in a high demand industry

Career-ready training, pathway to further studies.

Curious about what roles in the industry you can apply for upon completing your CHC30121 Certificate III in Early Childhood Education and Care? Here’s a list of career opportunities:

Long Day Care Worker Family Day Care Worker Occasional Care Worker Qualified Nanny Early Childhood Worker Playground Supervisor

Study Pathways

Completing the CHC30121 Certificate III in Early Childhood Education and Care will open a study pathway into our CHC50121 Diploma of Early Childhood Education and Care.

Course Delivery and Assessment

This course is timetabled for 52 weeks, including 40 weeks of training and assessment across 4 terms of 10 weeks each, and 12 weeks of holidays. Each week, you are required to complete 20 hours of training and assessment, made up of 14 hours of weekly classroom training and 6 hours of structured study. The hours allocated to structured study may vary during work placement. An additional 10 hours per week for self-directed learning should be set aside for homework.

For more information head to our ALG Calendar and Timetable

Training : Training takes place on campus and in an early childhood education setting. Delivery methods for training on campus includes trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations, and group work.

Assessments : You will be assessed in both simulated and real work environments. In the classroom, assessments will involve projects with role-plays, case studies, observations, and short answer questions. The assessment conditions will replicate a workplace environment for classroom-based assessments.

Units of Competency

The course is made up of 17 units of competency, consisting of 15 core units and 2 elective units.

HLTWHS001 Participate in workplace health and safety BSBSTR401 Promote innovation in team environments HLTAID012 Provide First Aid in an education and care setting CHCDIV001 Work with diverse people CHCECE037 Support children to connect with the natural environment CHCECE032 Nurture babies and toddlers CHCECE035 Support the holistic learning and development of children CHCECE033 Develop positive and respectful relationships with children CHCECE056 Work effectively in children’s education and care CHCECE034 Use an approved learning framework to guide practice CHCECE055 Meet legal and ethical obligations in children’s education and care CHCECE038 Observe children to inform practice CHCECE036 Provide experiences to support children’s play and learning CHCECE031 Support children’s health, safety and wellbeing CHCECE030 Support inclusion and diversity CHCPRT001 Identify and respond to children and young people at risk CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures

Course Requirements and Suitability

Entry requirements, study requirements, entry recommendations.

You must meet both the academic and English language requirements.

Academic Requirements

• Completion of at least the equivalent of Australian Year 10,
• You must also complete the Language, Literacy and Numeracy (LLN) online test as per  ALG’s Language, Literacy and Numeracy Requirements Factsheet.
• You must be at least 18 years of age.

English Language Requirements

You must meet one of the following criteria:

• IELTS score of 5.5 (or equivalent), with no individual band score below 5.0; or
• ALG in-house English proficiency test that is equivalent to IELTS 5.5; or
• A Certificate IV level qualification (or higher) completed within the Australian Qualifications Framework (AQF) in Australia within 2 years before starting this course; or
• Completion of the Senior Secondary Certificate of Education in Australia and in the English language within 2 years before starting this course.

Please note: If you are applying for more than one course at ALG, you will only need to complete the LLN online test once. However, students returning to studies at ALG after a significant period of time may be asked to complete the LLN online test.

For more details about the English Language Entry Requirements, please refer to the  ALG English Proficiency Requirements Factsheet .

• Bring your own device : Please bring your own laptop or tablet device to theory classes as ALG does not provide these items. Refer to the BYOD Policy in the ALG Student Handbook for specific details.
• Police Check : You may be required to provide a current national police check before starting your work placement if requested by your workplace employer. You are responsible for the cost of this check, which is not included in course fees.
• Working with Children Check (WWCC) : You are required to have a current and valid WWCC before your work placement begins. Information on obtaining a WWCC will be provided on Induction Day. You will need to cover any associated costs.
• Immunisations : It is recommended that you have immunisations for hepatitis B, diphtheria, tetanus, whooping cough, measles, mumps, rubella, varicella (Chickenpox) and COVID-19 vaccination.
• A strong passion for child development and care.
• Good communication skills and ability to speak, read and write in English. These skills will allow you to communicate effectively with children and their families.
• Sufficient physical capabilities as a role in the early childhood education industry involves physical tasks like lifting children, bending, and kneeling.
• Capacity to empathise and remain calm and supportive in challenging situations.

Work Placement

As a requirement of this course, you will complete a 160-hour work placement in an early childhood education setting. Work placement provides you with hands-on experience in a childcare setting preparing you for your future career as an early childhood educator. Here, you’ll put your learned skills into practice, working with children, observing their development, and contributing to a safe and nurturing environment. Through this experience you will develop positive relationships and enhance your communication skills.

What our students say

My advice to students is do not be afraid to get involved. Being in a diverse environment can help build a good rapport with people because our cultural background differences makes us all similar at one point.

Criszar, Early Childhood Education and Care Student

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2024 HESTA Early Childhood Education & Care Awards winners announced

by Freya Lucas

Shape Copy 5 Created with Sketch. Quality

HESTA has announced the three winners of the 2024 HESTA Early Childhood Education & Care Awards at a gala dinner held in Brisbane on Thursday 19 September.

Following more than 200 nominations submitted from across Australia, the superannuation provider named a New South Wales early learning centre, recognised for its inclusive culture, a Queensland kindergarten dedicated to improving First Nations children’s outcomes, and a transformative NSW educator and leader in its winners listing.  

Now in their 14th year, the HESTA Early Childhood Education & Care Awards are a highly competitive and revered offering in the early childhood education and care (ECEC) sector, recognising the educators and carers at the heart of Australia’s ECEC system.  

Individual Leadership Award: Katrina Hendry, KU Children’s Services, West Pymble, NSW 

Ms Hendry was recognised for her transformative impact on early childhood education, shaped by tenure in Gambia, Africa and extensive academic and practical experience.  

“This award is the highest recognition of appreciation for my contribution in leading early childhood services over 30 years,” she said on learning of her win. 

“My work has always been done in collaboration with great teams and within organisations that facilitate and promote professional growth”, she continued.  

“I am honoured to be recognised and celebrated in a way that highlights my commitment to children in West Africa, Spain and Australia, embracing the diverse elements of culture, environment and economic climate. Providing access to sustainable, quality early years programs for all children has been a life investment I am truly proud of.” 

Advancing Pedagogy and Practice Award : Goodstart Early Learning Tuggerah, Tuggerah, NSW  

Goodstart Early Learning Tuggerah was recognised for its innovative Interability program, developed in collaboration with local disability service AMPEY, which fosters inclusivity, social skills, and empathy through interactions between neurodiverse individuals and children.  

Centre Director Tearne Martin credited the whole team at Goodstart Tuggerah and AMPEY for winning the HESTA award. 

“The most rewarding aspect of our work in the program is seeing the positive impact we have on the children’s growth and development and our neurodivergent community members,” Ms Martin said.  

“Building strong professional partnerships with the community and knowing that our efforts contribute to an inclusive and equitable environment where everyone is seen and can get what they need to succeed provides a deep sense of accomplishment and purpose.” 

Outstanding Service Award: C&K Walkervale Community Kindergarten, The Creche and Kindergarten Association, Bundaberg, QLD  

C&K Walkervale Community Kindergarten was recognised for its dedication to improving outcomes for First Nations children and families. 

The team partnered with the Taribelang Aboriginal Corporation to overcome barriers to enrolment and attendance, fostering a culturally safe and inclusive learning environment. 

C&K Walkervale Community Kindergarten Teacher and Director Kellie Aldridge said the team were thrilled to win a HESTA award.  

“As educators, we often forget the amazing things we do daily,” she said. 

“Winning a HESTA award reminds us of all those amazing little things we do that join to form a bigger picture. It has prompted us to reflect on where we have come from and the positive changes we have made. It gives us a sense of pride in our work, and we feel valued.” 

“Sharing knowledge with other centres and bringing in new knowledge to our services while all learning together is very fulfilling. In our time at the centre, we have built respectful and meaningful relationships with our children and families that allow them to feel safe and included, leading to better outcomes, access and inclusion for our children.” 

HESTA CEO Debby Blakey congratulated both the winners and the nine finalists named in the lead up to the awards. 

“Early childhood educators play such a pivotal role in helping shape the futures of young Australians, and it’s an honour to recognise their outstanding contributions through these awards,” she said.

The winners shared in a $30,000 prize money pool that can be used for further education, service improvement, or team development, courtesy of longstanding HESTA Awards supporter ME (a subsidiary of Bank of Queensland – BOQ).  

“ME is privileged to celebrate the well-deserved winners of these awards,” BOQ Group Executive of Retail Banking Greg Boyle said.

“Their consistent display of exemplary leadership in early education and care goes above and beyond, giving our children the best chance to reach their full potential.” 

Learn more about the HESTA Early Childhood Education & Care Awards here . 

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• Document Details Published Content - Document Details Agency Department of Education Agency/Docket Number Docket ID ED-2024-OPE-0072 Document Citation 89 FR 51878 Document Number 2024-13446 Document Type Notice Pages 51878-51880 (3 pages) Publication Date 06/20/2024 Published Content - Document Details
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Request for Information on For-Profit Early Childhood Education Providers

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Department of Education

• [Docket ID ED-2024-OPE-0072]

Office of Postsecondary Education, Department of Education.

Request for information.

This notice is a request for information in the form of written comments that include information, research, and suggestions regarding operational aspects of the possible inclusion of for-profit early childhood education providers as eligible employers for the purpose of Public Service Loan Forgiveness.

We must receive your comments by July 22, 2024.

Comments must be submitted via the Federal eRulemaking Portal at regulations.gov. However, if you require an accommodation or cannot otherwise submit your comments via regulations.gov, please ( print page 51879) contact the program contact person listed under FOR FURTHER INFORMATION CONTACT . The Department will not accept comments by email or by fax. To ensure that the Department does not receive duplicate copies, please submit your comments only once. Additionally, please include the Docket ID at the top of your comments.

Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and viewing the docket, is available on the site under the “FAQ” tab.

Privacy Note: The Department's policy for comments received from members of the public is to make these submissions available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov . Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available. We encourage, but do not require, that each respondent include their name, title, institution or affiliation, and the name, title, mailing and email addresses, and telephone number of a contact person for the institution or affiliation, if any.

Greg Marak. Telephone: (202) 401-6250. You may also email your questions to [email protected] , but as described above, comments must be submitted via the Federal eRulemaking Portal at regulations.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

Background:

Congress created the Public Service Loan Forgiveness (PSLF) Program in 2007 as part of the College Cost Reduction and Access Act, Public Law 110-84 , to encourage individuals to enter into and remain employed in public service professions. The program alleviates financial burdens associated with Federal Direct Loans for borrowers working for certain public service providers by forgiving all remaining loan balances following 10 years of public service while the borrower makes qualifying student loan payments. Since its creation in 2007, PSLF has been available to borrowers working for government at all levels, non-profit organizations that are tax-exempt under section 501(c)(3) of the Internal Revenue Code, and other non-profits that provide at least one of the specific services listed in the statute. This includes early care educators who work in the public sector or for non-profit organizations.

A significant share of early care educators, however, are not considered public sector or non-profit employees and current regulations do not provide a pathway for their eligibility for PSLF. Data from the National Survey of Early Care and Education, conducted by the Department of Health and Human Service's Office of Planning, Research, and Evaluation, estimates that extending PSLF eligibility to early childhood education (ECE) workers regardless of the tax status of their employer would allow more than 450,000 additional ECE workers to earn credit toward PSLF—about 68,000 who work in home-based settings and 390,000 who work in center-based settings—if they have student loans. [ 1 ] This reflects roughly one-third of the overall ECE workforce.

On July 13, 2022, the Department published a notice of proposed rulemaking (NPRM) in the Federal Register ( 87 FR 41878 ). [ 2 ] In the NPRM, the Department proposed improvements to PSLF that reduce regulatory and administrative barriers that have historically made it more difficult for borrowers to make progress toward forgiveness under PSLF. This included simplifying criteria to help borrowers certify employment, helping borrowers earn progress toward PSLF for months that did not count before, and providing borrowers with more opportunities to correct problems with PSLF.

Additionally, in the NPRM, the Department asked directed questions about the possibility of allowing ECE providers who are private for-profit businesses to be considered eligible employers for the purposes of PSLF. In response, the Department received many detailed comments about early childhood education as well as a range of comments in support of making other for-profit employers eligible to serve as qualifying employers for PSLF for individuals in certain occupations.

On November 1, 2022, the Secretary published final regulations  [ 3 ] in the Federal Register . Those final regulations did not include regulations regarding whether, and under what circumstances, private for-profit ECE providers employing borrowers working as early childhood educators, should be treated as qualifying employers for PSLF. [ 4 ]

Solicitation of Comments:

Early care educators are among the lowest-paid workers in the country; and the Administration has committed through Executive Order 14095 , to better supporting the care workforce. [ 5 ] The E.O. states that investments in the care workforce are foundational to helping to retain care workers and improving health and educational outcomes for those in their care. The purpose of this Request for Information (RFI) is to gather information about ECE providers. This RFI and the comments received in response to this RFI will not be considered as part the Affordability and Student Loans proposed rule ( 87 FR 41878 ) and any subsequent related final rules. The comments received in response to this RFI will not be used as part of the rulemaking related to the treatment of for-profit employers, including ECE providers, and eligibility for PSLF. Instead, the feedback from this RFI will help inform the Department's understanding of different approaches that might be considered when implementing non-rulemaking solutions related to this issue.

Given the operational and implementation hurdles associated with PSLF, the Department is interested in understanding whether there are ways that eligibility could be streamlined if all ECEs became eligible. The Department is soliciting information and data from the public on how the Department could determine employer eligibility and related considerations if for-profit ECE employers were to be considered eligible employers if they provided one of the services listed in the statute. The Department encourages ( print page 51880) comments from researchers, academics, policy experts, and other individuals familiar with ECE employer data; organizations that work directly with ECE workers; State and Tribal government officials who oversee and administer ECE programs; ECE practitioners; and other members of the public. The Department will review all comments received, but does not intend to respond to comments.

The Department seeks feedback on the following questions:

(1) The Department has always relied upon employer identification numbers (EINs) to identify whether an employer is a non-profit under IRC 501(c)(3). This approach has allowed the Department to create a comprehensive list of eligible employers and use a consistent identifier system. However, some for-profit businesses may be sole proprietors or other providers that do not have an EIN. Are there other uniform sources that the Department might consider using for determinations of qualifying employers?

(2) If there are not other uniform sources, how should the Department address eligibility determinations of a for-profit ECE employer?

(3) If in consultation with the Department, the U.S. Department of Health & Human Services (HHS), issued a voluntary Public Records Act request from the States to create a nationwide registry of EINs of ECE providers, are State and Tribal agencies that oversee and administer ECE programs in a position to collect this information? Do commenters believe that all States would provide this information? Are there any additional considerations the Department should be aware of should HHS issue this request?

(4) What feedback can be provided concerning the time it would take a State or Tribe to undertake the collection of EINs for licensed and regulated providers, including the process, privacy, administrative, or other considerations that the Department should take into account?

(5) Should the Department consider a process that relies on unique identifiers associated with licensure as opposed to EINs to identify eligible employers?

This is a request for information only. This RFI is not a request for proposals and does not commit the Department to take any future administrative, contractual, regulatory, or other action. The Department will not pay for any information or costs that you may incur in responding to this RFI. Any documents and information submitted in response to this RFI become the property of the U.S. Government and will not be returned.

Accessible Format: By request to the program contact person listed under FOR FURTHER INFORMATION CONTACT , individuals with disabilities can obtain this document in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format.

Electronic Access to this Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other documents of this Department published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Nasser Paydar,

Assistant Secretary, Office of Postsecondary Education.

1.  These estimates are from the Administration for Children and Families' National Survey of Early Care and Education, both the 2019 Home-Based NSECE chartbook and the 2019 Center-Based NSECE chartbook. These data show that approximately three-fourths of home-based providers had at least some college, and 72 percent of for-profit ECE workers had some college or higher.

2.   https://www.federalregister.gov/​documents/​2022/​07/​13/​2022-14631/​student-assistance-general-provisions-federal-perkins-loan-program-federal-family-education-loan .

3.   https://www.federalregister.gov/​documents/​2022/​11/​01/​2022-23447/​institutional-eligibility-under-the-higher-education-act-of-1965-as-amended-student-assistance .

4.  Section 103(8) of the Higher Education Act contains a definition of ”early childhood education program” that includes public preschool, Head Start, and State licensed and regulated child care programs. It does not speak to the tax-status of providers. Unlike the public Kindergarten through 12th grade system, which provides free access to education for all age-eligible children and youth, there is no parallel system for our country's youngest children. As a result, ECE is delivered through a system of mixed delivery that includes public programs, non-profit settings, and for-profit settings. https://www.acf.hhs.gov/​ecd/​policy-guidance/​dear-colleague-letter-mixed-delivery . The vast majority of ECE settings are home-based, and do not carry non-profit tax designations. Compensation across settings is low generally, regardless of the tax-status of the ECE provider. https://www.bls.gov/​oes/​current/​oes_​va.htm .

5.   Federal Register : Increasing Access to High-Quality Care and Supporting Caregivers.

[ FR Doc. 2024-13446 Filed 6-18-24; 8:45 am]

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Social & Emotional Development: For Our Youngest Learners & Beyond

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Perhaps more than ever, mental health and social interactions have been on the minds of many over the past year. A pandemic, ongoing systemic injustices, and a contentious political season combined to create uncertainty and stress for adults and children alike. What do these stressors mean for the mental health of our youngest learners? In what ways can early childhood educators nurture the social and emotional lives and learning of children from birth through age 8?

This issue of  Young Children  offers research-supported responses to these questions with a cluster of articles devoted to intentional practices that promote social and emotional development: The first four articles in this cluster focus on the specific social and emotional needs of infants and toddlers, and the development of these important articles represents a unique collaboration between NAEYC and ZERO TO THREE to collectively concentrate our respective journals on the emotional health of infants and toddlers.

The catalyst for this issue was threefold:

• the shared interest in supporting the early childhood education workforce to have the resources and tools necessary for meeting the needs of the youngest children in their care
• the understanding that social and emotional development is critical to learning and a fundamental aspect of infant and early childhood mental health (IECMH)
• the recognition of the power of collaboration to elevate the vital role of early childhood educators in supporting IECMH

Mary Jane Maguire-Fong opens this  Young Children  cluster with “What Babies Ask of Us: Contexts to Support Learning about Self and Other.” She details how early childhood educators can listen to, observe, and guide infants and toddlers through thoughtfully prepared play spaces, daily routines, and everyday interactions. In “‘You’re Okay’ May Not be Okay: Using Emotion Language to Promote Toddlers’ Social and Emotional Development,” Elizabeth K. King harnesses that keen awareness and planning to outline how educators can use anti-oppressive emotion language strategies with toddlers.

Tapping into these same powers of observation and reflection, Claire Vallotton, Jennifer Mortensen, Melissa Burnham, Kalli Decker, and Marjorie Beeghly present “Becoming a Better Behavior Detective: Applying a Developmental and Contextual Lens on Behavior to Promote Social and Emotional Development.” Educators can use this 5-Step Reflective Cycle to identify and be responsive to infants’ and toddlers’ behaviors and needs. Of course, following these steps depends on our own emotional presence and well-being. In an accompanying piece to this article, Holly Hatton-Bowers and colleagues offer recommendations for “Cultivating Self-Awareness in Our Work with Infants, Toddlers, and Their Families: Caring for Ourselves as We Care for Others.”

Finally, in “When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings,” Christine Spence, Deserai Miller, Catherine Corr, Rosa Milagros Santos, and Brandie Bentley capture how an early childhood educator learns to actively participate in early intervention processes through effective communication and collaboration. This cluster also features a special Rocking and Rolling column defining IECMH and outlining how early childhood educators play a role in fostering infants’ and toddlers’ emotional well-being.

For educators of older children, it is vital to understand that the roots of social and emotional learning begin in infancy. In addition to the cluster articles, you’ll find pieces devoted to social and emotional learning in preschool and elementary settings, including articles that

• outline the ARC framework to help children learn to recognize and manage their emotions, particularly those who have experienced trauma
• describe effective strategies for fostering responsibility in young children
• distinguish between friendship and kindness in preschool settings

The articles in the  ZERO TO THREE Journal  explore a variety of issues related to IECMH in early childhood education settings, including: how infants’ and toddlers’ mental health is paramount to their ability to form healthy relationships, regulate their emotions, and learn; the role of IECMH consultation, the impact of COVID, and equity and power dynamics; and trauma-informed care and the importance of teachers’ mental health, particularly in the context of multiple, long-term stressors affecting every layer of the early childhood education system and society as a whole. The issue also recognizes the valuable role of advocacy and policy and provides suggestions for how early childhood professionals can bring their expertise to influence effective policy change for babies and families.

We hope that the readers of  Young Children  and the  ZERO TO THREE Journal  will turn to both publications to discover perspectives and find valuable resources to support their work with infants, toddlers, and their families. Links to selected articles from each issue are available on each journal’s web page.

—Annie Moses, editor in chief, with Stefanie Powers, editor in chief,  ZERO TO THREE Journal , and Kathy Reschke, editorial assistant,  ZERO TO THREE Journal

Above: Children in Maureen Linnane’s toddler class used cardboard materials to create a collage.

Below: This piece comes from Chandler, the young toddler son of an NAEYC staff member, as he explored art materials.

Is your classroom full of children’s artwork? To feature it in  Young Children , see the link at the bottom of the page or email  [email protected]  for details.

Send your thoughts on this issue, and on topics you’d like to read about in future issues of Young Children, to  [email protected] .

Would you like to see your children’s artwork featured in these pages? For guidance on submitting print-quality photos (as well as details on permissions and licensing), see  NAEYC.org/resources/pubs/authors-photographers/photos .

Annie Moses, PhD, is director of periodicals at NAEYC and serves as editor in chief of  Young Children  and  Teaching Young Children .

Stephanie Powers is the editor in chief at ZERO TO THREE Journal.

Kathy L. Reschke, PhD, is senior content specialist for ZERO TO THREE. Dr. Reschke contributes to the design and development of competency-based professional development products and services. She developed the content for the ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ course manuals, online course, and coaching program. [email protected]

Vol. 76, No. 1

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Grozny as it was before the war: remembrance and reconciliation in 'virtual' and 'real' post-soviet communities, in: Chechnya at war and beyond, London 2014

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Just six weeks ago, Chechen rebels took 700 people hostage in a daring terror attack on a Moscow theatre that would end with 128 hostages dead, many as a result of the Russian rescue effort. But why should the wider world worry? CIA director George Tenet says Chechnya is breeding a new generation of terrorists who threaten the west, just as many Afghanistan-bred fighters in the 1970s and 80s went on to become foot soldiers for al Qaeda. CNN's Jill Dougherty joins a rare Russian military tour, which took her more than 1,000 miles south from Moscow to Chechnya's capital, Grozny, for an extraordinary glimpse of life in a city that is officially at peace, but where the gunfire is heard round-the-clock. Chechnya is one of the Russian Federation's 21 republics and the site of a vigorous rebellion against Russian rule. Chechen rebels have fought on-and-off since 1994 for independence, often using tactics of terrorism to make their point. The Russian military concedes thousands of its soldiers have been killed in the fighting to suppress the independence movement. In the Chechen capital, Grozny, peace is the smell of diesel fuel and the rumble of tanks and armoured personnel carriers. Other trucks spew out smoke screens to make it harder for the rebels to shoot down helicopters with heat-seeking missiles. Swat teams from the Interior Ministry accompanied me on the three day Russian Government sponsored tour. They are men who seem as if they were born with a Kalashnikov at their side. But in Chechnya, everyone seems to be armed -- defence ministry troops, interior ministry troops, riot police, local police, and the Chechen rebels hiding in the mountains. All also wear camouflage. As we travel the streets of Grozny, past row upon row of destroyed apartment buildings and through police checkpoints, our government guides tell us: "The second Chechen war is over. It officially ended in April. Russian federal forces now control the republic, they say. Things, they say, are slowly coming back to normal. But at a roadside stand, one of the merchants tells a different story. Trader Raia Baibatereva said: "Right here it's not dangerous. We know if we come to work here we'll get back ok. But in the centre of the city it's 50/50. They're blowing up buses, putting bombs under cars, there are shootouts." Returning home Our "home" for two nights is the base of the 46th brigade of the Russian interior ministry � both nights we hear the sound of gunfire and shelling. When daylight comes 20 teams of sappers patrol the city's streets, as they do every morning, clearing mines laid by rebel fighters the night before. It is, they say, a sign of progress. There used to be 30 terrorist acts a day-- now there are only one or two. Some residents of Grozny lived through two wars here. 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As we drive through the streets, our bus is swarmed by women protestors holding up pictures of missing men with signs that read: "Give us back our Chechen sons!" Our government minders won't let us off the bus to talk with them. "It's too dangerous", they tell us, "they could have bombs under their skirts". What's more, they say, the women are being paid by rebels to demonstrate. One woman, they say, is even videotaping it for the rebels The Russian military concede there are scattered cases of soldiers abusing their authority but it is often the rebels, they say, who take the men away. Many cases of missing men, they say, are simply invented. Progress in Grozny is represented by one building, in the midst of all this chaos and destruction, that is being brought back to life. Four others are being restored, more is promised but many houses will simply have to be levelled. 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Early childhood education Research shows that early-childhood education has substantial positive short- and long-term effects on the children who attend such education, and that the costs are dwarfed by societal gains of the education programs. ... [61] Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals. For ... Early Childhood Special Education Maine DOE 23 State House Station Augusta, ME 04333-0023 Voice: (207) 624-6600 Fax: (207) 624-6700 TTY: 711 (Maine Relay 711) Language Assistance: (207) 624-6629. Contact Maine Department of Education Principles of Child Development and Learning Principles of Child Development and Learning. Early childhood (birth through age 8) is a uniquely valuable and vulnerable time in the human life cycle. The early childhood years lay the foundation and create trajectories for all later learning and development. 10, 11, 12. Each individual—child, family member, and early educator—is unique. 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The ECE Hub, powered by UVA-CASTL in collaboration with the Virginia Department of Education, is a collection of high-quality, professional development resources that help educators foster children's development and promote equitable opportunities for every child. These resources are free to use and ... Jefferson Education Society presents updated findings regarding early Early childhood education is no small matter. That's what researchers hope people took away from an update on findings presented at the Jefferson Education Society on Tuesday. "It&#8217… Early Childhood Education Bachelor Degree Programs Wisconsin Nature-based early childhood education has its roots in early childhood education and environmental education. Understanding the foundation and history of both will help support this new profession that integrates these two varied disciplines. This course will introduce students to the field of nature-based early childhood education including ... 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It encourages each child's sense of individual worth and belonging as part of a community and fosters each child's ability to. contribute as a responsible community member. Warm, sensitive, and responsive relationships help children feel ... Guide To Early Childhood Education Careers: 7 Roles To Consider Early Childhood Instructional Coordinator. Median Annual Salary: $66,490. Minimum Required Education: Master's degree. Job Overview: Early childhood instructional coordinators oversee ... Trauma-Informed Practices in Early Childhood Education Trauma-Informed Practices in Early Childhood Education. General Material. Published Date. March, 2021. New Resources Added. September 23, 2024. Publisher(s) Zero to Three. Author(s) Jessica Dym Bartlett. This article discusses specific approaches to trauma-informed care in early childhood education and related implications for the field. Staying healthy: Preventing infectious diseases in early childhood Guest article by Alice Downing from the Infection Prevention and Control Team at National Health and Medical Research Council (NHMRC). The NHMRC has released a new edition of Staying healthy: Preventing infectious diseases in early childhood education and care services (Staying healthy).. Staying healthy is a best practice resource of simple and effective ways for educators and staff to help ... Early childhood care and education: what you need to know Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life. PDF 50-State Early Educator Policy and Practice Research The goals of this research were to undertake a 50-state scan of policies, practices, political momentum, administrative structures and capacity, higher education context, and financing conditions, and other factors relevant for spurring progress on supports for the early educator workforce. CHC30121 Certificate III in Early Childhood Education and Care Completing the CHC30121 Certificate III in Early Childhood Education and Care will open a study pathway into our CHC50121 Diploma of Early Childhood Education and Care. Course Delivery and Assessment. This course is timetabled for 52 weeks, including 40 weeks of training and assessment across 4 terms of 10 weeks each, and 12 weeks of holidays. ... HESTA's 2024 ECEC Award winners announced at gala dinner HESTA has announced the three winners of the 2024 HESTA Early Childhood Education & Care Awards at a gala dinner held in Brisbane on Thursday 19 September.. Following more than 200 nominations submitted from across Australia, the superannuation provider named a New South Wales early learning centre, recognised for its inclusive culture, a Queensland kindergarten dedicated to improving First ... Request for Information on Identifying and Tracking Data Related to AGENCY: Office of Postsecondary Education, Department of Education. ACTION: Request for information. SUMMARY: This notice is a request for information in the form of written comments that include information, research, and suggestions regarding operational aspects of the possible inclusion of for-profit early childhood education providers as eligible employers for the purpose of Public Service ... Social & Emotional Development: For Our Youngest Learners & Beyond the understanding that social and emotional development is critical to learning and a fundamental aspect of infant and early childhood mental health (IECMH) the recognition of the power of collaboration to elevate the vital role of early childhood educators in supporting IECMH. Mary Jane Maguire-Fong opens this Young Children cluster with ... Grozny as it was before the war: remembrance and reconciliation in My main thesis can be formulated as follows: accounts of the traumatic presence of the Soviet past in present-day Russia — descriptions that rely on analytical frameworks based in claims concerning the masses' post-Soviet nostalgia and the restoration efforts of the political powers-that-be, which supports and guides this nostalgia — are becoming less and less adequate to grasp the ... CNN.com Chechen peace amid gunfire. Saturday, December 21, 2002 Posted: 5:04 AM EST (1004 GMT) Life goes on but gunfire echoes around Grozny. Story Tools. RELATED. Interactive: Chechnya: Russia's ... The Consequences of War for Education and Culture in Chechnya During the course of the fighting from 1994-1996, not only the social and economic infrastructure but also the foundations of culture and education were destroyed in the Republic of Chechnya. Cultural and educational institutions and cultic architecture [see below] again suffered during the bombing of Grozny and other populated areas in 1999-2000. assignment essay homework paper phd report resume review thesis